The promise of the project to student-centered learning: Connections between elements, curricular design, and practices of project based learning

IF 4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Teaching and Teacher Education Pub Date : 2024-09-07 DOI:10.1016/j.tate.2024.104776
JeanMarie Farrow , Sarah S. Kavanagh , Preeti Samudra , Christopher Pupik Dean
{"title":"The promise of the project to student-centered learning: Connections between elements, curricular design, and practices of project based learning","authors":"JeanMarie Farrow ,&nbsp;Sarah S. Kavanagh ,&nbsp;Preeti Samudra ,&nbsp;Christopher Pupik Dean","doi":"10.1016/j.tate.2024.104776","DOIUrl":null,"url":null,"abstract":"<div><p>This paper examined connections between core Project-Based Learning (PBL) elements, curricular design features, and teacher enactment of PBL practices. Twenty-five teachers in underserved communities were interviewed, submitted videos, and provided curricular features of a PBL unit. Artifacts/Interviews were coded according to presence or absence of PBL elements, and videos were coded according to teachers' presence or absence of support. Presence of support was sub-coded as low- and high-support PBL practices. Results revealed that teachers’ design features related to PBL elements; however, design features mainly did not correlate to PBL high-support practices. Additional support may be needed in bridging the gap between PBL instructional designs and their effective realization in the classroom.</p></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"152 ","pages":"Article 104776"},"PeriodicalIF":4.0000,"publicationDate":"2024-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Teaching and Teacher Education","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0742051X24003093","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

Abstract

This paper examined connections between core Project-Based Learning (PBL) elements, curricular design features, and teacher enactment of PBL practices. Twenty-five teachers in underserved communities were interviewed, submitted videos, and provided curricular features of a PBL unit. Artifacts/Interviews were coded according to presence or absence of PBL elements, and videos were coded according to teachers' presence or absence of support. Presence of support was sub-coded as low- and high-support PBL practices. Results revealed that teachers’ design features related to PBL elements; however, design features mainly did not correlate to PBL high-support practices. Additional support may be needed in bridging the gap between PBL instructional designs and their effective realization in the classroom.

查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
项目对以学生为中心的学习的承诺:基于项目的学习的要素、课程设计和实践之间的联系
本文研究了基于项目的学习(PBL)的核心要素、课程设计特点和教师实施 PBL 实践之间的联系。对服务不足社区的 25 名教师进行了访谈,他们提交了视频,并提供了一个 PBL 单元的课程特点。根据是否存在 PBL 要素对人工制品/访谈进行编码,根据教师是否提供支持对视频进行编码。有无支持又分为低支持和高支持 PBL 实践。结果显示,教师的设计特点与 PBL 要素有关;然而,设计特点主要与 PBL 高支持实践无关。要缩小 PBL 教学设计与在课堂上有效实施之间的差距,可能还需要更多的支持。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 去求助
来源期刊
Teaching and Teacher Education
Teaching and Teacher Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.50
自引率
12.80%
发文量
294
审稿时长
86 days
期刊介绍: Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.
期刊最新文献
On “nature” and “nurture”: Black Educators’ backgrounds, teacher education experiences, and race-related pedagogical beliefs “It starts with me!” Teachers’ shifting perspectives on developing their practice away from fixed ability grouping Profiles of teacher self-efficacy and their relations to teacher demographics and affective well-being: A social cognitive perspective Enhancing digital literacy in foreign language teaching in Chinese universities: Insights from a systematic review The impact of practicum job demands and resources on pre-service teachers’ occupational commitment and job intent
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1